Mokadam Nahush A, Lee Richard, Vaporciyan Ara A, Walker Jennifer D, Cerfolio Robert J, Hermsen Joshua L, Baker Craig J, Mark Rebecca, Aloia Lauren, Enter Dan H, Carpenter Andrea J, Moon Marc R, Verrier Edward D, Fann James I
Division of Cardiothoracic Surgery, University of Washington, Seattle, Wash.
Center for Comprehensive Cardiovascular Care, St Louis University, St Louis, Mo.
J Thorac Cardiovasc Surg. 2015 Nov;150(5):1052-8. doi: 10.1016/j.jtcvs.2015.07.064. Epub 2015 Jul 26.
In an effort to stimulate residents and trainers to increase their use of simulation training and the Thoracic Surgery Curriculum, a gamification strategy was developed in a friendly but competitive environment.
"Top Gun." Low-fidelity simulators distributed annually were used for the technical competition. Baseline and final video assessments were performed, and 5 finalists were invited to compete in a live setting from 2013 to 2015. "Jeopardy." A screening examination was devised to test knowledge contained in the Thoracic Surgery Curriculum. The top 6 2-member teams were invited to compete in a live setting structured around the popular game show Jeopardy.
"Top Gun." Over 3 years, there were 43 baseline and 34 final submissions. In all areas of assessment, there was demonstrable improvement. There was increasing evidence of simulation as seen by practice and ritualistic behavior. "Jeopardy." Sixty-eight individuals completed the screening examination, and 30 teams were formed. The largest representation came from the second-year residents in traditional programs. Contestants reported an average in-training examination percentile of 72.9. Finalists reported increased use of the Thoracic Surgery Curriculum by an average of 10 hours per week in preparation. The live competition was friendly, engaging, and spirited.
This gamification approach focused on technical and cognitive skills, has been successfully implemented, and has encouraged the use of simulators and the Thoracic Surgery Curriculum. This framework may capitalize on the competitive nature of our trainees and can provide recognition of their achievements.
为激励住院医师和培训人员增加模拟训练及胸外科课程的使用，在友好但具竞争性的环境中制定了一种游戏化策略。
“壮志凌云”。每年分发的低保真模拟器用于技术竞赛。进行了基线和最终视频评估，2013年至2015年邀请了5名决赛选手进行现场竞赛。“危险边缘”。设计了一项筛选考试以测试胸外科课程中包含的知识。邀请排名前6的2人团队参加围绕热门游戏节目《危险边缘》构建的现场竞赛。
“壮志凌云”。在3年时间里，有43份基线提交和34份最终提交。在所有评估领域都有明显改进。从实践和习惯性行为可以看出模拟使用越来越多。“危险边缘”。68人完成了筛选考试，组成了30个团队。人数最多的是传统项目中的二年级住院医师。参赛者报告其培训期间考试百分位平均为72.9。决赛选手报告为准备竞赛，胸外科课程的使用平均每周增加10小时。现场竞赛友好、引人入胜且充满活力。
这种侧重于技术和认知技能的游戏化方法已成功实施，并鼓励了模拟器和胸外科课程的使用。该框架可以利用我们学员的竞争天性，并认可他们的成就。
